This workshop explores the effective use of presentations in academic teaching, focusing on their potential benefits and challenges. Participants will analyse how slides impact learning, uncovering the cognitive implications of their structure and use. Through practical activities and guided reflection, participants will gain insights into optimizing the use of presentations in teaching to support student understanding while minimizing cognitive overload. By combining theoretical insights with practical examples, this workshop offers actionable strategies to enhance the impact of presentations in higher education. 

Learning Outcomes:

By the end of the workshop, participants should be able to: 

  • assess the cognitive effects of presentation tools on student learning; 
  • identify the strengths and limitations of slides in academic teaching;
  • design balanced and effective presentation strategies that minimize cognitive overload; 
  • recognize how teaching choices in content delivery shape cognitive and learning outcomes. 

Competences developed in the course:

The course develops competences falling under Pillar 1 (Teaching and learning planning and design) of the Framework for Effective Teaching at CU. In particular, it focuses on the following competences:

  • 1. 2. The teacher sets learning outcomes for their course and individual classes and chooses suitable methods of measuring their attainment. 
  • 1. 3. The teacher selects teaching strategies that contribute to achieving the expected learning outcomes and adapts them to the students’ needs. 

The course is designed for those with English language proficiency at B2 level or above.

Lecturer:

Manuela Milani is an academic developer with more than 20 years of experience in different Universities in Europe. In the last years she has designed and delivered many training and professional development activities for faculty members. Her publications include several papers on the use of cultural differences in teaching and learning, on teaching observations practices and faculty training design and quality of teaching perception.

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